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Sentimento de pertença no contexto de inovação educativa : um estudo sobre a autonomia, vínculos profissionais e motivação dos educadores na adoção de práticas pedagógicas inovadoras
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Esta dissertação investiga de que forma um ambiente educativo inovador pode fomentar ou impedir um sentimento de pertença nos educadores, e como este se articula com a sua autonomia, motivação e vínculos profissionais. O estudo, desenvolvido na Open Learning School (OPLS), parte da premissa de que a inovação pedagógica transcende a mera adoção de metodologias alternativas, dependendo criticamente de condições humanas e relacionais que permitam aos professores sentirem-se parte integrante de uma comunidade. Para desvendar esta complexidade, adotou-se uma abordagem qualitativa de caráter interpretativo, recorrendo a entrevistas semiestruturadas com educadoras e a análise documental. Os dados foram tratados mediante análise de conteúdo, num diálogo com um quadro teórico que inclui autores como Nóvoa (2017), Fullan (2007) e Carbonell Sebarroja (2001). Os resultados evidenciam que a autonomia docente na OPLS é concebida como uma "liberdade responsável", na qual a iniciativa individual é constantemente equilibrada com a necessidade de coerência e construção coletiva do projeto pedagógico. A motivação revelou-se um fenómeno relacional, alimentada pelo reconhecimento mútuo, pela partilha de valores e pela experiência da coautoria nas práticas. Neste contexto, o sentimento de pertença emergiu como o eixo central, funcionando simultaneamente como alicerce e catalisador do processo de inovação, sendo construído através da horizontalidade das relações e de uma cultura colaborativa. Contudo, a investigação identificou uma tensão importante: a retórica universalista da inovação contrasta com as barreiras socioeconómicas que limitam a democratização do modelo da OPLS. Esta contradição problematiza o potencial transformador da inovação em contextos socialmente diversos, sugerindo que, para ser verdadeiramente inclusiva, ela deve assumir uma dimensão política que questione as suas próprias condições de acesso. Conclui-se que a sustentabilidade da inovação pedagógica é inseparável do fortalecimento do sentimento de pertença. A experiência da OPLS demonstra que transformar práticas exige, antes de tudo, transformar relações, construindo escolas que sejam não apenas laboratórios de métodos, mas sobretudo espaços de convivência, diálogo e autoria coletiva.
This dissertation investigates how an innovative educational environment can foster or hinder a sense of belonging among educators, and how this relates to their autonomy, motivation, and professional ties. The study, conducted at the Open Learning School (OPLS), is based on the premise that pedagogical innovation goes beyond the mere adoption of alternative methodologies, depending critically on human and relational conditions that allow teachers to feel part of a community. To unravel this complexity, a qualitative interpretive approach was adopted, using semi-structured interviews with educators and document analysis. The data was treated through content analysis, in dialogue with a theoretical framework that includes authors such as Nóvoa (2017), Fullan (2007), and Carbonell Sebarroja (2001). The results show that teaching autonomy in OPLS is conceived as “responsible freedom,” in which individual initiative is constantly balanced with the need for consistency and collective construction of the pedagogical project. Motivation proved to be a relational phenomenon, fueled by mutual recognition, shared values, and the experience of co-authorship in practices. In this context, the sense of belonging emerged as the central axis, functioning simultaneously as the foundation and catalyst for the innovation process, built through horizontal relationships and a collaborative culture. However, the research identified an important tension: the universalist rhetoric of innovation contrasts with the socioeconomic barriers that limit the democratization of the OPLS model. This contradiction problematizes the transformative potential of innovation in socially diverse contexts, suggesting that, to be truly inclusive, it must take on a political dimension that questions its own conditions of access. It is concluded that the sustainability of pedagogical innovation is inseparable from strengthening the sense of belonging. The OPLS experience demonstrates that transforming practices requires, first and foremost, transforming relationships, building schools that are not only laboratories of methods, but above all spaces for coexistence, dialogue, and collective authorship.
This dissertation investigates how an innovative educational environment can foster or hinder a sense of belonging among educators, and how this relates to their autonomy, motivation, and professional ties. The study, conducted at the Open Learning School (OPLS), is based on the premise that pedagogical innovation goes beyond the mere adoption of alternative methodologies, depending critically on human and relational conditions that allow teachers to feel part of a community. To unravel this complexity, a qualitative interpretive approach was adopted, using semi-structured interviews with educators and document analysis. The data was treated through content analysis, in dialogue with a theoretical framework that includes authors such as Nóvoa (2017), Fullan (2007), and Carbonell Sebarroja (2001). The results show that teaching autonomy in OPLS is conceived as “responsible freedom,” in which individual initiative is constantly balanced with the need for consistency and collective construction of the pedagogical project. Motivation proved to be a relational phenomenon, fueled by mutual recognition, shared values, and the experience of co-authorship in practices. In this context, the sense of belonging emerged as the central axis, functioning simultaneously as the foundation and catalyst for the innovation process, built through horizontal relationships and a collaborative culture. However, the research identified an important tension: the universalist rhetoric of innovation contrasts with the socioeconomic barriers that limit the democratization of the OPLS model. This contradiction problematizes the transformative potential of innovation in socially diverse contexts, suggesting that, to be truly inclusive, it must take on a political dimension that questions its own conditions of access. It is concluded that the sustainability of pedagogical innovation is inseparable from strengthening the sense of belonging. The OPLS experience demonstrates that transforming practices requires, first and foremost, transforming relationships, building schools that are not only laboratories of methods, but above all spaces for coexistence, dialogue, and collective authorship.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inovação pedagógica Autonomia Motivação do professor Sentimento de pertença Identidade profissional - Professores Dissertações de mestrado - 2025